العلاقة بين البحث والتعليم وممارسة المهنة من منظور علوم التربية: حالة التعليم والتعلم ببرامج الترجمة
What follows is part of my ongoing doctoral work. It was submitted in December 2011 at the Université de Sherbrooke (Canada) and I am preparing it for publication. The abstract below gives an idea of the article, which is intended to alert the community to a growing issue in teaching practice.
Abstract
In this paper I share some reflections on the type of knowledge framework promoted in the field of education, and for education rather than merely about education, and on how this knowledge can inform translator education. Three basic poles are discussed: research, training (or teaching) and practice. What matters most is the relationship between them.
The old 'theory versus practice' dichotomy is a tale of the past. The real debate today is about defining and analysing the relationship that binds research, training and practice. I first set out the mechanisms governing the three concepts as I understand them from the literature reviewed. I then link them to my own domain, translation pedagogy, which stands as the applied branch of translation studies.
Part I: Research, Training and Practice Dynamics
[Section abridged. Full text to follow in the published article.]
Part II: Linking the Triad to Translation Pedagogy
In this part I elaborate on how the triad works, or may work, in translator training. To simplify the path, I follow Saint-Arnaud's (1993) categorisation of the three concepts, in which practice refers to the 'front line' practitioner who then becomes a teacher within a university context, and then a researcher (ibid., p. 412).
[Section abridged. Full text to follow in the published article.]
A Conclusion Drawn from Parts I and II
There is a clear need to review the weaknesses of professionally oriented pedagogies as practised in universities. Our own experience, together with close follow-up of surveys and research on the practice, teaching and learning of translation in Europe, Canada, Africa and the Middle East, compels us to investigate the issue and to seek innovative methods and tools. Our aim is to design a competency-based approach that takes into account the current and emerging needs of the future language professional, and so to fill the gap in how that professional is taught and trained.
Bibliography
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- Van der Maren, J.-M. (1996). Méthodes de recherche pour l'éducation, 2e éd. Montréal : PUM, p. 37–47.
- González Davies, M. (2004). Multiple Voices in the Translation Classroom: Activities, Tasks and Projects. Amsterdam/Philadelphia: John Benjamins.
- Gouadec, D. (2007). Translation as a Profession. Amsterdam/Philadelphia: John Benjamins.
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- Kiraly, D. C. (2003). From instruction to collaborative construction: A passing fad or the promise of a paradigm shift in translator education? In B. J. Baer and G. S. Koby (eds), Beyond the Ivory Tower: Rethinking Translation Pedagogy. American Translators Association Scholarly Monograph Series, Vol. XII. Amsterdam/Philadelphia: John Benjamins, 3–27.
- Prégent, R., Bernard, H. et Kozanitis, A. (2009). Enseigner à l'université dans une approche-programme. Montréal : Presses internationales Polytechnique.
- Saint-Arnaud, Y. (1993). Pratique et recherche : une histoire de poupées russes. Dans F. Serre (dir.), Recherche, formation et pratique en éducation des adultes (p. 405–419). Sherbrooke : Éditions du CRP.
- Schön, D. A. (1994). Le praticien réflexif : à la recherche du savoir caché dans l'agir professionnel. Traduction de J. Heynemand et D. Gagnon. Montréal : Éditions Logiques, p. 45–102.
- Smith, H. and Dean, R. T. (eds) (2009). Practice-led Research, Research-led Practice in the Creative Arts. Edinburgh University Press.
© Fouad El Karnichi, 2012
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